x . 









LIBRARY OF CONGRESS , 

019 605 138 



Hollinger Corp. 
P H8.5 



.C 231 
P34 
lopy 1 



No. R125 



HOW TO START SOCIAL CENTERS 



CLARENCE ARTHUR PERRY 




Department of Recreation 

Russell Sage Foundation 

400 Metropolitan Tower, New York City 



Price 10 Cents 



4-13-20 




PREFATORY NOTE 

A pamphlet which attempts to deal with all the difficulties 
in the path of a new undertaking unavoidably gives the impression 
that future promoters will encounter an enormous amount of 
trouble. As a matter of fact, however, there are few localities in 
which the initiation of social center work will meet with all the 
obstacles mentioned in the following pages. 

If in his city a strong public sentiment has already arisen 
calling for the establishment of social centers, the reader can skip 
a large part of the treatise. If the disposition to appropriate 
funds is present but the legal authority is lacking, only the sec- 
tion on the " Removal of Legal Obstacles" will be found perti- 
nent. By consulting the table of contents freely it is hoped that 
quick access can be obtained to the part which seems to apply 
to the situation at hand. 



5 Ji&*3 



CONTENTS 

PAGE 

Getting the Idea 3 

Some of the difficulties 3 

The significance of leadership in play 4 

The function of the social center 5 

What must be added to a school system 5 

The prime reason for state-supported schools 6 

How to impress the school authorities 6 

Organizing the Promoting Agency 7 

Selecting the organization 7 

Co-operating bodies 8 

The federation 8 

Taking Up the Matter with the School Board 9 

Method of approach 9 

Preparing for the hearing 10 

The conduct of the hearing 10 

The conditions which may prevent favorable action. . . 10 

Removing the Legal Obstacles 11 

Committee on legislation 1 1 

Drafting the bill 1 1 

The essential provisions 1 1 

Sources of information 12 

Pushing the bill 13 

Creating Public Sentiment 13 

The press the chief agency 14 

The publicity committee 14 

Special writers 14 

The public meeting 15 

Preliminaries 15 

Giving publicity to speeches 16 

The lecturer 16 

His entertainment 16 

The expense 17 

The neighborhood mass-meeting 17 

The church 17 

Using the motion picture 17 

Printed matter 18 

Getting ammunition through a study of the facts 18 

Sources of information about surveys 18 

The Demonstration 19 

A typical demonstration 19 

Instructing the volunteers 20 

The program 20 

The steps in getting up a demonstration 21 



The workers 22 

Raising the money 22 

Duration of the demonstration 22 

Activities Possible in the Ordinary School Building 22 

In the classroom 22 

Kindergarten and basement 23 

Assembly hall and gymnasium 23 

Programs 23 

Information about indoor games 25 

Beginnings of Permanent Social Centers 25 

Actual working arrangements between boards and as- 
sociations 25 

Adapting the School Building , 27 

Fixing the basement 27 

Baths 28 

The classroom 28 

Movable desks 28 

Getting an assembly hall 29 

Utilizing the attic 29 

The corridor 29 

Additional furniture 29 

What a Superintendent of Schools Can Do to Develop Social 

Centers Without an Appropriation 30 

A guiding principle 30 

Liberal regulations 30 

Getting outside bodies to use the building 30 

Labor unions 31 

Discussion of community problems 31 

Political meetings 31 

Stimulating artistic culture 31 

Organizing public lectures and entertainments 32 

Expanding the regular school activities 32 

Getting recreation leaders . - 32 

Getting the time and energy 33 

References 33 

Appendices 34 

A. A Successful Campaign for a Model School Building 34 

B. Essential Provisions of the New York State Social 
Center Law 36 

C. Bulletin of Neighborhood Activities, Evanston, 111. 38, 39 



How to Start Social Centers 

Part I 
Getting the Idea 

Mill City, Kan., Oct. 12, 1912. 

My Dear Sir: In the effort to get social centers established 
here I find myself in need of certain information that is not con- 
tained in the ''Wider Use of the School Plant." I have recently 
come home from college with a desire to do something for our 
town. In the president's commencement address he dwelt very 
earnestly upon the responsibility of leadership conferred by a 
college education. I asked the professor of sociology what I 
could do at home to discharge that responsibility and he said: 
"Push social centers!" Well, I've been pushing, and pushing, 
now for a month and they don't budge at all. 

After reading up the subject in your book I went to the super- 
intendent of schools fully expecting an enthusiastic reception. 
When I had explained my object he looked nonplussed for a 
moment and then referred me to the members of his board. 
It seems that he seldom starts anything new himself for fear 
of being considered a faddist. The first board member I en- 
countered asked me what a social center was. He was so un- 
lettered I tried to be very simple. " It's a place," said I, "where 
they have entertainments and meetings, play dominoes, read 
magazines ' ' 

"Dominoes in the schoolhouse!" he shouted. "Young lady, 
how long do you suppose the taxpayers would keep us in office 
Some of the if we spent their money on dominoes and checker 
difficulties boards? Home's the place to play games. As 
for the entertainments and meetings, we have those now." 

"But you ought to have more of them," I urged. 

"We have all the people want. They don't ask for any 
more," he replied conclusively. 

The second member said he didn't believe in having anything 
in the school building which would draw young people away 
from home evenings. 

"But they are away from home evenings now, whole multi- 

3 



tudes of them, in the poolrooms, cheap theatres and dance halls," 
I rejoined. 

"Then that's the parents' fault, not ours." 

The third member said he would look into it, but he never 
has; the fourth I have never found at home, and the fifth, who 
is somewhat more conversant with school matters than the others, 
enumerated all the affairs now going on in the high school and 
some of the ward schools, and remarked that they were "society 
centers" enough to suit him now. 

The whole experience has left me confused and discouraged. 
I believe it would help me if you could enlighten me as to (i) 
what, precisely, a social center is, (2) what must be added to 
a school system to bring about the development of one, and (3) 
ways whereby I can make an impression upon the board of 
education. . . . 

New York City, Oct. 18, 1912. 

My Dear Miss : Have you ever observed a group of 

boys gathering in the yard just after school? Suddenly one of 
them cries out: "Let's play duck on the rock!" And immedi- 
ately they all scramble for cobblestones. Their engagement in 
this healthful game instead of some mischief, say, down in the 
railroad yards, is determined by three things, (1) the spacious 
grounds about the school, (2) the presence of the cobblestones, 
and (3) the fact that their leader said what he did instead of, 
"Let's go down to the freight yard and have some fun in the 
empty cars." 

Now there is no law of nature which states that, wherever 
growing boys are, there you will inevitably find the conditions 
The signifi- ^ or wholesome. play. Some good people who live 
cance of lead- where the back yards slope down to the creek and 
ers lp in p ay ^^ p Q j es g row on t h e premises still believe that the 
two go together, but even in such favored spots as these the boy 
is frequently found who suggests to willing ears, "Comeonover 
to the livery stable!" Of course when the city blocks and tene- 
ments appropriated the vacant lot and the back yard, and 
squeezed the school yards to lifeless proportions so that even the 
traditions of play were finally lost, then the desperate state of 
boyhood attracted attention and the rescue began. The play- 
ground movement got under way with a demand for adequate 
play space, suitable apparatus and wise leadership. 



But there are other periods of life besides that of childhood 
in which wholesome character development is dependent upon 
the proper place and the right leader. Many well-meaning 
youths are spending their evenings around card-tables when 
they might be playing basket-ball. Coteries of hopeful young 
people are "turkey-trotting" in socially disintegrating dance 
halls when they might be waltzing in the atmosphere of happy 
and permanent social ties. Large, intelligent communities are 
allowing their civic questions to be decided for them in back 
rooms and barber-shops when they might more economically 
settle them themselves in the dignified meeting-places which 
they own. 

The public schools have always contained ample quarters for 
these activities, and in the rural districts they have been, and 
The function * n some sections still are, more or less used for 
of the social these purposes, but in the urban communities 
they have not been thus utilized generally because 
the leaders, the " pullers-in," were lacking. And so the social cen- 
ter has come, making the schoolhouse the place plus the leader. 
It is an institution which aims not only to supplant the dive- 
keeper, the dance-hall proprietor, and the corrupt political boss 
but to furnish also that initiative and stimulus which will connect 
unattached musicians with musical clubs, help dramatic aspirants 
to find a means of expression, bring the lonely into friendly 
groups, organize forums for the clarification of community ques- 
tions, and, in fine, do any service whereby Society is strengthened 
in its ability to give opportunity to the Individual. 

The answer to your second question is, I trust, now obvious. 
To develop a social center a school system needs most the 
What must be "leader," or as he is usually called, the director. 
added to a The place and much of the equipment it already 
school system has; what it lackg of ^ latter ^ director can 

usually find ways of obtaining. If there is more than one center 
there will need to be a director in charge of each one with an 
expert supervisor over all. A knowledge of the theory and 
practice of play, familiarity with social usages and the questions 
of the day, experience in public school administration, a working 
knowledge of social psychology, as well as unusual tact and execu- 
tive ability, — these are the chief qualifications of a social center 
director. His center will serve his neighborhood just to the ex- 
tent that he can divine the needs of the people and set up pro- 



grams of activities in the carrying out of which those needs will 
find satisfaction. His suggestions will derive their force from 
their fitness, not from his position, and the center will become as 
many-sided as his ability, working directly and through his 
assistants, can make it. 

This letter is already unconscionably long, so that for an 
answer to your third question I am going to refer you to the 
accompanying manuscript, but before closing I wish to set down 
one or two reflections which you may find pertinent to the task 
you have undertaken. 

It is unfortunately true that many people, even some school 

authorities, have forgotten that the original purpose in providing 

state-supported education was to make it certain 

reason for that all children would grow up into good citizens. 

state-support- Our forefathers were familiar with the unevenness 
ed schools f . . , . . 

oi home education, and since they were entrusting 

what seemed to them an enormous share of the government to 
the common people they felt obliged to ensure that everybody 
would be properly trained to discharge his civic duties. In those 
days a drilling in the three R's by a master of conspicuously 
moral comportment was considered adequate for this purpose. 
Perhaps it was then, but lately we have come to see that the 
manner in which the young person spends his spare time is all- 
important in determining his character and future civic useful- 
ness. Play-time as well as study-time must be directed by re- 
liable agencies if young people are to become good citizens. 

The task of getting the School to assume this enlarged func- 
tion is not merely that of converting the educational authorities. 
How to im- ^he whole community must be converted because 
press the school its servants, the school committee, will very prop- 
aut onties ^y nQt f ee j at ijj :)er ^y ^ Q devote the people's money 

to a new project unless they know that the people's approval is 
back of them. Impress the voters and they will impress the 
board of education. 

And so, as you will see, the accompanying sheets outline a 
plan for creating and organizing community sentiment. The 
suggestions made are those which have "worked" in other^places 
and I trust they will in yours. Hoping that . . . 



Part II 
Organizing the Promoting Agency 
In starting a new community enterprise an individual can 
seldom go far alone. For the person who wishes to initiate a 
Selecting the local social-center movement and who is not a 
organization member of any voluntary organization, the first 
step is to join one. In selecting an association for this purpose 
regard should be had as to its local influence and its disposition 
to get behind such a cause. Where to look for one in your town 
may be suggested by this list of societies which have been active 
in various parts of the country in promoting playgrounds, social 
centers, or allied activities: 

Voluntary Organizations Interested in Social Centers 

Alumni Association Parent-Teacher Association 

Associated Charities Playground Association 

Chamber of Commerce Public Education Ass'n 

City Club School Extension Society 

Civic Association Social Service League 

Civic Federation Social Settlement 

Civic League Twentieth Century Club 

D. A. R. Ward Improvement Ass'n 

Educational and Industrial Union Woman's Club 

Fortnightly Club Woman's Municipal League 

Home and School League Y. M. C. A. 

Local Council of Women Y. W. C. A. 
Neighborhood Association 

Sometimes new organizations are formed for this specific 
purpose, e. g., the School Extension Committee of Jersey City, 
and the Civic Recreation League of Elizabeth, N. J. 

On deciding to take up a new enterprise an organization 
usually places it in the hands of a special committee. The Fed- 
erated Woman's Clubs of Hamilton, Ohio, have a Committee on 
School Social Centers, while in other clubs this work is entrusted 
to the Civic Department, the Civic Committee, or the Civic Sec- 
tion. In Louisville, Ky., it was the Committee on Education of 
the Woman's Club which set the social centers agoing. In South 
Bend, Ind., it is the Social Welfare Committee of the Chamber 
of Commerce which has become interested in this sort of work. 

If the promoting organization finds, through its first con- 
ference with the school authorities (see Taking Up the Matter 
with the School Board, on page 9), that the task will be a 
difficult one, then the co-operation of other bodies is usually 
sought. Sometimes the combination is made up of only two 

7 



8 

or three groups, as illustrated in the following actual instances: 
The City Planning Committee and Playground Commission 
Board of Trade and Playground Association 
Chamber of Commerce and School Extension Society 
League for Friendly Service, Town Improvement Associa- 
tion, and Neighborhood Club 
Co-operation in social center undertakings may usually be 
had also from the university extension departments of local col- 
Co-operating l e £ es > charity organization societies, ministers' asso- 
bodies ciations, and the men's clubs of various churches. 

In Columbus, Ohio, Dr. F. A. McKenzie, a professor of sociol- 
ogy in the State University, who was the moving spirit in bring- 
ing about the establishment of centers in that city, began by 
organizing a School Extension Society. In appealing to the 
Board of Education for the use of a schoolhouse, the Society was 
assisted by the Charities and Corrections Committee of the 
Chamber of Commerce. Later when it was decided to raise 
funds for the employment of a director, the Society was aided by 
several playground organizations. Out of their efforts grew the 
project for a Department of Public Recreation which has since 
been realized. 

In Rochester the movement was initiated by a "School Ex- 
tension Committee" which was composed of delegates from the 
following organizations :— Central Trades and Labor Council, 
Children's Playground League, College Women's Club, Daugh- 
ters of the American Revolution, Humane Society, Labor Lyceum, 
Local Council of Women, Officers' Association of Mothers' 
Clubs, Political Equality Club, Social Settlement Association and 
Women's Educational and Industrial Union. Thus a body was 
formed which represented more than 50,000 citizens. It held 
its meetings in the Chamber of Commerce and had little difficulty 
in obtaining from the Common Council an appropriation of $5,000 
with which the work was begun. 

In organizing a representative committee it is important that 

the delegates have the power to act without needing to refer each 

matter back to the groups from which they come. 

tion C era " Otherwise the progress of the work will be greatly 

impeded. 

Further information regarding the organizations which are 

interested in the welfare of young people can be obtained in Miss 

Elsa Denison's book, "Helping School Children." 



Taking Up the Matter with the School Board 

Before laying out an extensive campaign it is always wise to 
confer with the educational authorities. Sometimes there is 
needed only a show of interest by some influential group to secure 
not only hearty co-operation but willingness to be the initiators 
of the new movement. 

Approaching the board of education may well be preceded by 
an interview with the superintendent of schools. He will be 
Method of able to give the committee valuable information 
approach regarding the board's attitude, its legal powers 

respecting social centers and the precise character of the obstacles, 
if there be any, which stand in the way of their establishment. 
If the board already has the disposition, the necessary statutory 
authority, and the funds required for maintaining centers, and 
awaits only the evidence of popular approval before setting them 
in operation, then the committee's task becomes very simple — 
that of demonstrating the existence of a favorable public senti- 
ment. This may be accomplished in a number of ways, through 
a mass meeting ending in resolutions, the presentation of en- 
dorsements from local charitable and educational organizations, 
or by means of a lengthy popular petition. 

Many times, however, a longer procedure will be necessary 
and one of the first formal acts of the committee will be to ask the 
board for a hearing. This formality cannot usually be avoided 
even if it is believed that the appeal will be denied. It puts the 
committee upon record and, if well managed, occasions consider- 
able publicity for the movement. 

The argument before the board will proceed much more 
smoothly and effectively if it is based upon a carefully thought out 
statement of what the proposed centers will cost, copies of which 
may be handed to the members after the presentation in case 
action is to be deferred. This paper should be in fact a plan of 
the work, showing in detailed, concrete terms the number of 
schools to be used, on what nights of the week, how many workers 
will be needed, precisely how much will be required for salaries, 
what sum should be set aside for supplies, and what activities it 
is proposed to set up in the centers. Any other information which 
will tend to forestall administrative difficulties will aid in secur- 
ing a careful consideration of the plan. 

Previous to a hearing, it is profitable to learn, so far as pos- 



10 

sible, the views of the individual members. The committee may 
Preparing for quietly accomplish this through such of its mem- 
the hearing Ders as have acquaintances on the board or know 
persons who have. With the attitude of the various members 
known, it will be possible to present those arguments which will 
be most effective. 

A public hearing is an occasion calling for great tact and 
diplomacy. At one such meeting a strong opposition developed 
The conduct in an unsuspected quarter and as the hearing 
of the hearing progressed it became evident that the board was 
going to deny the proposition. One of the delegates then made 
the happy request that the matter be laid upon the table for con- 
sideration at a later date, so that the adherents of the plan could 
gather additional information regarding one of the points which 
had been raised. The board was about to agree to this when 
several representatives of a leading club arose in succession and 
indicated in no uncertain tones their displeasure with the board's 
attitude, and followed this up with the statement that they would 
continue to fight until the board was forced to grant their request. 
This brought the issue to a head at once, and the board immedi- 
ately voted against the whole plan. 

If the board acts unfavorably upon the committee's proposi- 
tion it will be because of one or more of the following reasons: 
(i) it lacks legal authority to expend funds for 
which may maintaining social centers; (2) it has sufficient 
prevent favor- authority, but the funds at its disposal are in- 
sufficient; (3) it does not wish to have social 
centers in school buildings. 

The task of overcoming these difficulties may be considered 
under two heads: (1) removing the legal obstacles and (2) creat- 
ing public sentiment, since both funds and school policies depend 
ultimately upon the popular will. While the suggestions under 
this latter head are here given as remedies for shortness of funds 
and school board apathy, many of them will also be found applic- 
able in the securing of new legislation. 

To be successful, especially in a campaign involving the con- 
version of a community to a new viewpoint, it is practically 
necessary to form a city-wide organization and the Rochester 
School Extension Committee, already described, is a good model 
to follow. The persons selected for the active positions in it and 
upon the important sub-committees should be those who by 



II 

reason of their attainments and circumstances will be able to 
bring to the work abilities of a high order as well as a large 
amount of energy. 

Removing the Legal Obstacles 

The commonest of these is the one already mentioned, the 
absence of a specific provision in the state education law empower- 
ing school boards to maintain social centers. In some instances 
this difficulty has been overcome by a liberal interpretation of 
the existing statutes : perhaps the funds for the centers have been 
taken from appropriations for evening instruction or some allied 
activity. But until the law says, in so many words, that boards 
may maintain centers and makes financial provision for them, 
their permanency will not be assured, while getting them newly 
established upon so slender a legal basis cannot be done without 
the active co-operation of the school authorities. 

For the task of securing the necessary amendment, the school 
extension committee, or whatever body has been formed to act 
Committee on for the combined organizations, should appoint a 
legislation special committee on legislation. Its member- 

ship, which need not be limited to the school extension committee, 
should include (i) a prominent lawyer, preferably a member of 
the state legislature or the local bar association, (2) a social worker 
who is familiar with the administration of recreational activities, 
and (3) some person who is unusually well acquainted with po- 
litical forces and public opinion throughout the state. 

Before framing a bill the committee will generally find it ad- 
vantageous to consult the state department of education or any 
Drafting the commission which may have been appointed to 
bil1 revise the education law. Through conferences 

with these bodies the committee will learn how far the existing law 
is inadequate and precisely what amendments need to be made to 
legalize the maintenance of social centers. Oftentimes the state 
department will be willing to stand as sponsor for the bill, especi- 
ally if it is already contemplating other changes in the school law. 

The statutory conditions differ so much in the several states 
that it is impossible to suggest a model social center law which 
The essential would be generally available. But this much 
provisions ma y b e sa j ( j . an adequate law would contain the 

following measures : — 



12 

1. Authorizing the local school directors or boards of educa- 
tion to establish, equip, and maintain social centers on school 
premises, specifying some of the principal activities to be main- 
tained therein and providing for the employment of competent 
persons to conduct them. 

2. Authorizing local appropriations for the maintenance of 
social centers. 

3. Indicating the method whereby, in case the school board 
does not establish social centers, the question of their establish- 
ment can be submitted to the electors of the district upon the 
initiative of a certain minority of the electors. (See provision in 
the Wisconsin law to this end.) 

4. Prescribing for what purposes and under what conditions 
schools may be used by individuals and organizations. 

5. Authorizing school directors or boards of education to per- 
mit voluntary organizations to maintain and operate social cen- 
ters in school buildings. In communities where sufficient pub- 
lic sentiment has not developed to warrant the appropriation of 
funds for this work, it may sometimes be created by permitting 
a voluntary organization to support and conduct a social center 
demonstration (see page 19). 

In putting the above provisions into the phraseology of a 
bill it will be found helpful to consult the comprehensive laws 
Sources of in- upon this subject recently passed by the New 
formation York (see Appendix B) and Wisconsin legisla- 

tures. Massachusetts, New Jersey, Pennsylvania, and several 
other states also have enactments which pave the way for the 
wider use of the school plant. Copies of these laws can be ob- 
tained by addressing the respective secretaries of state, the state 
education departments, or the extension divisions of the state 
universities. The Department of Recreation of the Russell Sage 
Foundation also furnishes information upon legislation of this 
character. 

Since public sentiment varies so greatly as to the propriety of 
permitting social dancing, political meetings, and religious activ- 
ities in public schoolhouses, the bill should be framed so as not 
to include, specifically, uses which will prevent its passage within 
a reasonable period. 

After the bill has been drafted it has been found useful to 
prepare a brief of its provisions showing concisely what they are 
and giving concrete illustrations of the things they make possible. 
This brief will facilitate its discussion by other persons and bodies. 



13 

Consultation with persons familiar with the attitude of the 
various legislators will enable the committee to determine whether 
Pushing the or n °t it is necessary to organize a state-wide 
bil1 campaign in order to get the needed bill through. 

Frequently the committees of the legislature through whose 
hands the bill will pass are all that need to be converted. Should 
opposition appear probable, however, it will be advisable to get 
the largest possible co-operation from social welfare agencies, 
both at home and in other parts of the state. Many of the larger 
charitable and educational associations have experienced legisla- 
tive committees whose co-operation can be obtained for urging 
the enactment of a social-center law. Other organizations to 
which appeals could be hopefully sent for assistance in the legis- 
lative campaign are the following : 

Playground and Recreation Association of America 

State Federations of Women's Clubs 

National Congress of Mothers 

Association of Collegiate Alumnae 

School Patrons of the National Education Association 

The methods employed by these organizations in securing 
educational enactments, as well as an account of a legislative 
campaign waged by three thousand Michigan women, are de- 
scribed in Miss Denison's " Helping School Children" on pages 
177-201 (see also pages 311-320). 

If a city ordinance needs amendment, the campaign will be 
of much the same character, but on a smaller scale, and the per- 
sons to be convinced will be the aldermen, instead of the state 
legislators. 

Creating Public Sentiment 

As I see it the initial stages in progress are first, to see ac- 
curately; second, to describe clearly what is seen; and third, to 
find a group of persons who see the same things and who use the 
same words to describe them. 

We see as individuals; we socialize as we use a common 
language. 

Social movements like plants grow of themselves if put in the 
sunshine. Simon N. Patten. 

"Sunshine," in this sense, is publicity and it energizes new 
movements not only by making them mean the same to all but 
by transmitting personal influence. Every individual converted 
to the social-center cause becomes by example a force in convert- 
ing others. The more important the convert the more effective 
and far-reaching is his influence. The fact of a man's conversion 



14 

does not, however, operate in this way until it reaches the minds 
of others. Hence the importance of facilitating in every possible 
way the dispersion of the new facts concerning the progress of the 
social-center movement. The soundest laws are the crystalliza- 
tion of public opinion, and any law that does not rest upon this 
basis is inevitably difficult to put into effect. But even more 
necessary is it to have a strong public support when it comes to 
securing the funds for the social center work. 

The great modern agency for conveying facts is the newspaper. 
The food upon which the newspaper subsists is composed of 
The press the events which have a general human interest. 
chief agency Sometimes promoters in their zeal for the cause 
send to their local papers voluminous essays filled with argu- 
ments in favor of their project, and then they wonder why they 
are not published. The only place where a newspaper can use 
argument is in the editorial column, and that usually has to be 
arranged for through a personal visit to the editor, and this is 
an important thing for the school extension committee to do. 
But there is another way of getting arguments into the news- 
papers. Arrange a meeting and get a prominent person to utter 
them, and the press will give them columns of space, more pre- 
cious than the most highly paid advertising. 

The school extension committee should have a sub-committee 
on the press which will see to it that the reporters are furnished 
The publicity with full details concerning every step of the move- 
committee ment. Unless, as sometimes happens, some news- 
paper makes a special campaign in behalf of the cause, it is im- 
portant that all the papers be treated alike in giving out stories. 
This does not require that no "scoops" be allowed to reporters 
who through their own initiative nose out some hitherto undis- 
covered bit of news; newspaper ethics do not require that all 
the papers be immediately informed of the facts in such a case. 
In order to protect the committee, however, it would be well to 
let it be known that the exclusive story was the result of the news- 
paper's enterprise and not due to any favoritism on the part of 
the committee. (For a suggestive example of the effective use of 
newspapers and up-to-date publicity methods, see Appendix A.) 

In most communities there are writers upon special subjects 

who will welcome material about the cause for use in their ar- 

. . . tides. Notes upon the extent of the movement, 

Special writers , . , . . . . t . 

the varied forms it takes, or some incidents trom 
the lives of delinquents showing the need of wholesome opportuni- 



15 

ties for recreation — these are all fodder for the special writer and 
a little systematic attention to this possibility will often result 
in some excellent and extensive publicity. 

After laying all possible emphasis upon the visible word as 
a means of enlisting support for the movement it is proper to 
consider also its shortcomings. In the first place a surprisingly 
large number of people habitually read nothing more serious than 
the personal items of the newspapers. These may give the steady 
reader some notion of the class of people connected with the 
social-center cause but they reveal little as to its precise signifi- 
cance. Even in periodical literature a contribution that yields 
much accurate knowledge is unusual, while the article that pre- 
sents the subject so vividly that the individual is not only in- 
formed but moved to action is still rarer. As persuasive a writer 
as Ruskin experienced this difficulty so keenly that he was led to 
say: "The more I see of writing, the less I care for it; one may 
do more with a man by getting ten words spoken to him face to 
face, than by the black-lettering of a whole life's thought." 

Politicians, whose trade it is to influence men's actions, place 
great reliance upon oratory, and just as public meetings play an 
The public important part in pre-election campaigns so do 
meeting they also in the conversion of a community to the 

social-center cause. It is not necessary to dwell upon the atten- 
tion to detail which should be shown in getting up these occa- 
sions: the importance of arranging for some local dignitary to 
preside, a felicitous introduction of the subject of discussion by 
another dignitary, the interspersal of pleasing musical selections 
or effective pictures between the speeches, and a main address 
which can be distinctly heard, is entertaining, and to the point. 

Any prestige which the local movement may be entitled to 
because of the prominence of its adherents should be utilized by 
p .. . . providing seats for such persons upon the plat- 
form. Great care should also be shown in the 
form by which notice of the meeting is given to individuals, as 
nothing will be more influential in determining their acceptance 
than the character of the invitation. If this is neatly printed 
and either contains, or is in the form of, a ticket to be presented 
at the door, it will be much less negligible than a general an- 
nouncement however impressively made. Neither is there any 
ultimate economy in using postal cards or one-cent postage in 
place of the sealed envelope. 



16 

Public meetings are important not only because of the im- 
mediate effect upon the audience, but because of the publicity 
Giving public- which is given to the cause through the newspaper 
ity to speeches accounts of the occasion. For that reason it is 
always worth while to see that there are convenient tables and 
seats for the reporters and that they have in advance typewritten 
copies of the addresses to be given. Some speakers do not pre- 
pare by setting their thoughts down on paper and thus they are 
unable to furnish copies of their addresses in advance. It is 
always well, however, to suggest that the lecturer furnish ma- 
terial — he can at least dictate some of his more striking thoughts 
and facts — for the newspapers, and in case of very important 
speeches when there is reason to believe no manuscript has been 
prepared it pays to hire a shorthand reporter to make sure of 
getting an adequate account for the press or for private publica- 
tion and distribution.* 

When a lecturer is brought in from out of town it is well to 
see that the reporters get to him immediately after his arrival, if 
it is before noon, and obtain an interview for use 
in the afternoon papers. Such a story makes an 
effective advertisement for the evening meeting. If the speaker 
is advised of the prospective interview beforehand, he will usually 
be ready to respond. 

Lecturers frequently prefer to be entertained at a hotel rather 
than in a private home. Where they feel under no obligations to 
His entertain- the host they have greater opportunity for rest and 
ment for the final preparation of their lecture. Since 

custom varies so greatly regarding attire, a hint as to whether in- 
formal or evening clothes will be most suitable for the occasion is 
usually gratefully received. 

Someone should be delegated to meet the speaker on his 
arrival, see that he is comfortably located, attend to any special 
arrangements for the lecture that may be desired, and give him 
such local information as might be used to advantage in making 
the meeting accomplish the desired results. In extending the 
invitation a full statement of the local conditions should be made, 
the preferred date or dates should be given, with alternates if 
possible, and an inquiry made about the expense involved. 

* Suggestions regarding the sources of speakers and topics for public 
meetings may be found in Pamphlet R119, published by the Department of 
Recreation of the Russell Sage Foundation. 



17 

The cost of getting a speaker from out of town varies with the 
distance to be traveled and the conditions under which he works. 
In practically all cases, traveling expenses and en- 
tertainment have to be provided by the local or- 
ganization. Whether or not an honorarium is required and its 
amount depend upon the time consumed by the engagement, the 
number of addresses given, and the circumstances under which 
the speaker does his work. Often some local person of promi- 
nence will bear the expense of getting the lecturer if he is told 
just what amount is required, the necessity of getting the right 
speaker, and precisely what results are expected from the meeting. 
Experience has shown that the organization which has not 
enough energy to raise the money necessary for the expenses will 
not as a rule organize the meeting and follow up and clinch results 
sufficiently well to make a visit worth while. 

In the Louisville campaign for social centers, Miss Pauline 
F. Witherspoon, who as chairman of the educational committee 
The neighbor- °^ ^ e Women's Club was its moving spirit, ar- 
hood mass- ranged a number of afternoon mass-meetings for 
meeting ^ & women of the neighborhood in which it was 

proposed to establish centers. Since people in the outskirts of a 
large community will frequently not go down-town to the larger 
meetings this method may well be followed under similar popula- 
tion conditions. It is also well to arrange for the systematic 
presentation of the cause before parent- teacher societies, labor 
unions, ward improvement associations and other local groups 
which are interested in public welfare. 

A very decided interest in social matters is now felt by the 
religious denominations, and through the local Ministers' As- 
sociation it should not be difficult to arrange for 
a Sunday when clergymen throughout the city 
will preach upon the subject of the social center. In arranging 
for this it is needless to say that all of the various religious bodies 
should be approached. 

Where it is possible to hold a motion-picture entertainment 
the photo-play can be used as an argument for social welfare 
Using the mo- projects. "Charlie's Reform," an Edison film, is 
tion picture a social-center drama and can be rented from the 
General Film Company, 71 West 23rd Street, New York City. 
Sometimes the proprietors of local " movies" will co-operate by 
getting social welfare films and giving a special performance for 
the sake of the advertising which may thereby be gained. 



i8 

For its correspondence the committee should have an attrac- 
tive letterhead displaying the names of the members of the com- 
. mittee and the organizations represented, and 

thought also should be given to the use of bulletins 
and handbills in various steps of the campaign. In the Louis- 
ville campaign to which reference has been made the Men's Fed- 
eration sent out three thousand bulletins. 

One of the Cincinnati papers came out last spring with a 

striking headline — "Need for Centers Shown in Survey. West 

End District has 158 Clubs in or near Saloons. 

munition" 1 " More Theatres and Bar Rooms than there are 
through a Schools." And then followed a condensed state- 

facts ment of the findings of a recreational investiga- 

tion which had been carried on in a certain sec- 
tion of the city. This illustrates the publicity value of a body of 
significant local facts. The promoters of the social-center cause 
may be perfectly well convinced of the existence of the evil con- 
ditions which create the need for social centers, but such convic- 
tions are not concrete enough to make effective ammunition for 
newspaper cannonading. Consequently many communities are 
making systematic investigations of the conditions on their 
streets, in the dance halls and the other amusement resorts for 
the sake of getting evidence which can be objectively and graphi- 
cally displayed. 

The study upon which Milwaukee based its appeal for a 
social-center tax levy was conducted by Mr. Rowland Haynes, 
Sources of in- ^ e ^ d secretary of the Playground and Recreation 
formation Association of America (1 Madison Avenue, New 

about surveys York City) ; rendering advice and assistance for 
such undertakings forms a regular part of the work of this associa- 
tion. Suggestions may also be obtained from the Department of 
Surveys and Exhibits of the Russell Sage Foundation (31 Union 
Square, New York City), which endeavors to cover the whole 
field of local social investigations. In cities where boards of 
public welfare exist the gathering of useful facts may sometimes 
be brought about through this agency, while in sections touched 
by the Men and Religion Forward Movement an interest in this 
kind of social endeavor has been aroused in many of the church 
organizations. Often the results of such investigations are not 
adequately "played up" in the newspapers, and in such a case 
the committee would find it useful to give special thought to ways 



19 

of making the significance of the findings reach the minds and 
hearts of the people of the community. 

After the legal obstacles to the use of the schoolhouses are out 
of the way, it is often necessary for the promoting organization to 
finance a demonstration of the social center activities before pub- 
lic funds will be appropriated for their maintenance. People 
will not tax themselves to support a new community service until 
they can personally appreciate its benefits. This, when it is so 
novel as social-center work, they cannot do from descriptions: 
they have to see it, and for many people "seeing is believing." 
The demonstration is an effective, and usually the final, step in 
the task of arousing public sentiment. If it is undertaken with 
that object in mind, its value as publicity material will be more 
fully realized and it will accomplish its end more quickly. While 
in theme it is a part of the present section its importance warrants 
giving it a separate treatment. 

The Demonstration 

In the spring of 1912 the School Extension Committee of the 
Bloomfield (New Jersey) Town Improvement Association ob- 
A typical tained the use of a large public school on three 

demonstration consecutive Saturday evenings for a social center 
experiment. A man trained in recreation-center and playground 
administration was engaged to come over from New York to 
direct the demonstration. On the first evening the public was 
not admitted. Only the members of the four groups of volunteer 
workers who had been secured by the local committee were pres- 
ent, and they had come to receive instruction. 

The available accommodations were an assembly hall with 
fixed desks and seats, a room in the basement used ordinarily as 
a gymnasium, and a large empty room in the old part of the 
building which had formerly been the school auditorium. The 
last room was chosen as the place for the open games, free play, 
and folk dancing. The assembly hall, it was decided, should be 
equipped as a place for reading and quiet games, while in the 
gymnasium room in the basement it was arranged to hold a series 
of basket-ball games. The expert in charge assigned a volunteer 
group to each of these three rooms, while to the fourth was dele- 
gated the task of maintaining order in the halls, stairways, and 
class-rooms which were not to be used for play purposes. 

After showing the assembly-hall committee how to arrange 



20 

small tables around the sides of the room for dominoes, checkers, 
Instructing chess, parchesi, and similar games, how to dis- 
the volunteers tribute the donated magazines upon the desks 
and instructing them in the degree of order which it was feasible 
to maintain, the director took the largest group, composed of ten 
men and women, — teachers, physicians, business men and women, 
and housewives, — to the old auditorium where the most active 
part of the social-center work was to go on. In accordance 
with his previous instructions, the committee had obtained several 
dozen bean bags and a number of basket balls. In the course 
of an hour he taught those staid adults games (see list below) 
of whose existence they had never dreamed, and in the process 
they all became young and filled with a new enthusiasm for real 
play. The basket-ball games downstairs were in the hands of 
people who were familiar with the game and accordingly needed 
no instruction. After some final advice regarding the mainte- 
nance of order in general the conference closed. 

Full accounts of this and a previous meeting when the social- 
center plans had first been formulated appeared in the local news- 
papers, so that on the following Saturday evening when the school 
was opened to the public the throngs which came taxed all of 
the available accommodations. The reading room and the gym- 
nasium each had their devotees, but the larger number were to 
be found in the big room where the games were going on. A 
couple of shrill blasts from the director's whistle brought all to a 
standstill. After the directions had been given for the next game 
or dance, a signal from the whistle set them going again. The 
boys were allowed to play for ten minutes while the girls stood 
near and watched, and then they were brought on and the boys 
became spectators. In some of the games boys and girls played 
together. 

On the first evening the following games were played in this 

room: Dodge ball, arch bag ball, straddle ball, center stride ball, 

box hustle ball, hounds and rabbits, and the folk 

The program dances> Danish Greeting and Kinder polka. On 

the second evening these games were played in the big room: 
Swedish fox and geese, duck on the rock (using bean bags), 
black and white, bombardment, shoe race, touch ball relay, and 
the following dances: Shoemakers' dance, Nixie polka, Chimes 
of Dunkirk, Mountain march, and Swedish Klapdans. 

The members of the board of education were thoroughly con- 



21 

verted and when school opened in the fall they gave permission 
for a permanent social center in that building. 

The following is a memorandum of the steps which may be 
taken in organizing a demonstration of this character. A state- 
The steps in m ent in black and white of just what is involved 
getting up a in such a project always facilitates its discussion 
demonstration and helpg tQ prevent misunderstandings. 

A Demonstration of the Value of Social Centers 
Duration — Three evenings: — one for preparation, public not 

present, and two with public present. 
Bodies Co-operating — Board of Education and School Extension 

Committee. 
For Benefit of — All persons fourteen years or over, and younger boys 

and girls only when accompanied by parents or guardians. 

SOURCES OF SUPPORT 

From School Extension Committee — 

a. Services of an expert in organized play for three evenings. 

b. Two committees of ten members each to assist expert in 
the conduct of play activities. 

c. One committee of three members to attend to advertising 
outside of school (through churches, newspapers, etc.). 

d. One committee of three members to arrange for the main- 
tenance of order in halls and entrances and for protection 
of property in unused parts of schoolhouse. 

e. Supplies, such as bean bags, basket ball, etc., as expert 
may indicate. 

From Board of Education — ■ 

a. Permission to use schoolhouse three evenings. 

b. Expense of light, heat, and janitor service. 

c. Approval of the co-operation of such ones of the teaching 
staff as may desire to participate. 

d. Authorization of principal and teachers to make an- 
nouncements of the program in classes. 

STEPS IN PUTTING THE PLAN INTO OPERATION 

1 . Adoption of the plan by the School Extension Committee and 

appointment of the committees mentioned. 

2. Presentation of plan to Board of Education and the securing 

of its adoption. 

3. Securing the expert. (Get an experienced social center worker, 

calling one from another city if necessary.) 

4. Fixing of the three evenings after consulting with the expert 

and the school officials. 

5. Arrangements for giving plan proper publicity. 

6. Drilling of committee for the demonstration. 

7. The demonstration. 



22 

The director of the experiment should be qualified by ex- 
perience to plan activities that will meet with ready acceptance. 
„,, . For assistants, volunteers may often be obtained 

from the Y. M. C. A., the Y. W. C. A., social settle- 
ments, musical clubs, the teaching staff of the school, or the student 
body of the local college. (See the warning at end of pamphlet.) 

A project of this sort requiring funds of a definite amount 
and coming to a definite end with possibilities of permanent 
Raising the benefits very frequently appeals to philanthropists 
money w h w i sn to do good ^vith their means but do not 

see clear and unobjectionable ways of doing so. Before making a 
general canvass for funds some effort might be made to find an in- 
dividual who would be attracted by the opportunity for doing a dis- 
tinctive service for society. If no one person cares to donate the re- 
quired sum, then the matter might be presented to several people. 

In Trenton, New Jersey, one of the local newspapers recently 
promoted the raising of a fund for social center work by printing 
from day to day the names of the contributors and other inci- 
dents concerning the progress of the campaign. Another method 
of raising the money is that of appealing to the various business 
firms, mills, and industrial concerns of the locality, a way which 
was successfully followed by the Playground Association of 
Youngstown, Ohio. In Louisville, Kentucky, the commercial 
houses contributed generously to the support of the social centers, 
though other methods were also used, such as a "candy pulling," 
held in one of the schools, through which $85 was raised to help 
equip the reading and game rooms. 

The duration of the demonstration will vary with the local 
conditions. If its purpose is simply to obtain permission to use 
Duration of certain rooms in a school building, two or three 
the demon- nights will generally be sufficient, but if it is a 
question of getting an appropriation it is usually 
necessary for the voluntary organization to carry on the center 
work for an entire season and sometimes for a longer period before 
the board of education will be able to secure adequate funds for 
its maintenance. 

Activities Possible in the Ordinary School Building 

The classroom, in spite of its fixed seats and desks, can be 

used for a large number of enjoyable activities. By obtaining 

In the class- donations of popular magazines, illustrated week- 

room lies and other periodicals, and spreading them out 



23 

upon the desks, it may be converted into a convenient reading 
room. The public librarian might be willing to send an assist- 
ant with a box of books for issuance to card-holders, thus con- 
verting the room into a branch library. Large numbers of quiet 
games, such as dominoes, checkers, parchesi, chess and back- 
gammon, can be played on ordinary school desks. 

When a piano is available the singing of popular songs or the 
more advanced choral work is feasible and any one with a musical 
training can start a class which, judging from the experience had 
in many centers, would be well attended. In Philadelphia the 
desk-tops are protected by boards and used for sloyd work, 
pierced-brass work, basketry, stenciling, and similar activities. 
Embroidery clubs and classes in other refined handicrafts are 
also practicable in the average classroom, while its adaptability 
for story-telling and the usual kinds of club work is obvious. 
Even dramatic clubs can carry on their activities in a small way 
in a classroom. Where there is considerable free space in front 
of the seats it is possible to have small tables and the other equip- 
ment required for ping pong, table pool, and similar games. 

In the kindergarten, with its bare floor and piano, many forms 
of recreation, such as social and folk dancing, calisthenics, Boy 
Kindergarten Scout and Camp Fire Girl activities, and indoor 
and basement games of all kinds, can be carried on. If the base- 
ment affords any free space, wire screens can be put around the 
lights and the place made to serve for a variety of ring and relay 
games, while with the addition of some benches and a table boys' 
clubwork becomes possible. When large enough for basket bail 
it is one of the most valuable parts of a social center. 

If an assembly room exists, the adaptability of the building 
for all kinds of meetings, lectures, debates, musical entertain- 
Assemblv hall ments an d amateur theatricals needs no amplifica- 
and gymna- tion and, if the seats are movable, its usefulness is 
still more enhanced because then dancing, basket 
ball, and many games requiring considerable space can be in- 
cluded in the program. The further enrichment of its recrea- 
tional resources through the presence of a gymnasium with baths 
needs no detailed comment. (Descriptions of indoor games can 
be found in the handbooks of the Public Schools Athletic League, 
which are issued by the American Sports Publishing Company, 
21 Warren Street, New York City.) 

The weekly program varies according to the number and 
Programs abilities of the workers, the amount of their time 



24 

available, the accommodations afforded by the building, the 
social conditions of the neighborhood, and the amount of the 
funds devoted to the undertaking. A very simple, easily arranged 
one-night entertainment is described by the following copy of an 
actual handbill: 



Community Social 

Irvington Public School Auditorium, Friday Evening, Jan. 24. 

Under Direction of the Irvington Parent-Teachers' Association 
Social Hour, 7:30 Program 8:30 



ROUMANIAN FOLK DANCES 

By a Group of Roumanians in Their Native Costumes 

SOUTHERN PLANTATION SONGS 

By a Male Quartet 
Short Address by Dr. Harry Granison Hill 

The school patrons and citizens of Irvington are 
cordially invited to be present. There will be no 
admission fee charged and no collection taken. 



Other activities found in one-night-a-week centers are social 
dancing, basket-ball games, athletic exhibitions, amateur theatri- 
cals, club work and entertainments of all sorts. In two-nights-a- 
week centers various combinations of the above events are offered 
along with the supplementary features of quiet games and reading 
rooms. People will not form the habit of patronizing the latter 
unless they are available several nights a week. A common three- 
nights-a-week schedule provides activities especially for boys 
and men on Mondays, those particularly for girls and women on 
Wednesdays, and on Fridays a general program enjoyable by 
both sexes, adolescent and mature. 

In Detroit the boys have the use of the building on Monday 
and Wednesday evenings and the girls on Tuesday and Thursday 
evenings, while on Saturday nights the two groups attend alter- 
nately. The New York centers, in all but a few, keep all their 
facilities — games and reading rooms, gymnasiums and play- 
rooms, club and dancing rooms — open six nights a week, but there 
is a variation from week to week in the supplementary entertain- 



25 

merits and special occasions. (For a suggestive illustration of a 
miscellaneous program see the Evanston bulletin, Appendix C.) 
In arranging a schedule of activities workers will find it help- 
ful to write to the directors of social centers in other cities, asking 
Information them for copies of programs, reports and other 
about indoor suggestive printed matter. With this informa- 
games ^ on « n ^and fa e task of arranging a feasible pro- 

gram will be greatly facilitated. 

Beginnings of Permanent Social Centers 

When the school authorities are not able to maintain centers 
but are willing to permit them, many forms of co-operation be- 
tween the board and local associations are possible. 
ingarrange-" ^ suggestion which will fit your local situation 
ments between may be found among the following instances : 
delations Amherst, Nova Scotia.— Mr. John Bradford, 

who is in charge of the non-equipment work of the 
local Y. M. C. A., has been instrumental in organizing a flourish- 
ing social center in one of the public schools, as well as similar 
organizations in the churches, and in setting in motion a large 
number of other community activities. 

Baltimore, Md. — The Children's Playground Association hires 
the workers and pays for the extra janitor service in one building, 
for which the school board furnishes the heat and light. 

Bloomfield, N. J. — The School Extension Committee hires 
the director, who is assisted by volunteer workers. Board pro- 
vides heat, light, and janitor service. 

Boston, Mass. — Women's Municipal League raised sufficient 
funds for the entire support of a social center in the East Boston 
High School for one year. 

Buffalo, N. Y. — Playground Commission staff organized 
evening gymnastic classes in the public schools. 

Burlington, la. — West End Improvement Club conducted 
physical training classes in a school gymnasium. 

Canton, O. — Social center work has been carried on by the 
Y. M. C. A. in two schools. 

Chicago, 111. — Philanthropic individuals, the Juvenile Pro- 
tective Association, Parent-Teacher Associations, Chicago Wom- 
an's Aid, Englewood Woman's Club, and the Alumni Associa- 
tions of the public schools have co-operated with the Board of 
Education in the conduct of school centers by furnishing funds 
and volunteer workers. 



26 

Cincinnati, O. — The University Settlement and the Woman's 
Club have co-operated in the establishment of social center work. 

Cleveland, O. — Social center development is being promoted 
by a committee of the Board of Education with the aid of the 
Daughters of the American Revolution, Fortnightly Club, Moth- 
ers' Clubs, Manila Auxiliary, No. 12 U. S. W. V., Tucker School 
of Expression, HarrofT School of Expression, Independence Day 
Association, City Forestry Department, and many public-school 
principals and teachers, and prominent citizens. 

Denver, Colo. — Girls' Clubs have been formed by an ener- 
getic worker of the Colorado Congress of Mothers. 

Elizabeth, N. J. — The Civic Recreation League, an organiza- 
tion formed for this specific purpose, raised over $3,000 and em- 
ployed a social director. By holding their activities on the same 
nights as the evening schools the League was able to avoid the 
expense of heat and light. 

Englewood, N. J. — The Civic Association pays the salary of 
the head worker and furnishes janitor service. The Board con- 
tributes heat and light. 

Evanston, 111. — The activities are conducted with the help 
of nearby social-settlement workers and volunteers, and the ex- 
pense of heat, light, and janitor service as well as the salaries of 
some of the workers is met by contributions. (See Appendix C.) 

Grand Rapids, Mich. — Mr. Charles H. Mills, who is develop- 
ing the social center work, is the city supervisor of playgrounds. 
The Board co-operates by giving the use of the buildings and en- 
couraging school principals to assist in the development of the 
centers. The Public Library maintains branches open to the 
public afternoons and evenings in five of the public schools. 

Jersey City, N. J. — In the beginning, the School Extension 
Committee furnished the music and the supervision for the 
dances, and the Board gave heat, light, and janitor service. At 
present the Board also provides the supervisor and the music, 
while the Committee assists in the chaperonage of the classes and 
in the development of the club work. 

Louisville, Ky. — At the outset the Woman's Club, which 
organized the work, had the help of social-settlement workers, 
and from the Men's Federation it received both financial aid and 
personal service. Some of the early meetings were held in the 
auditorium of a neighboring parish house while the school audi- 
torium was being repaired. 

Philadelphia, Pa. — The Home and School League and afnl- 



27 

iated organizations furnish workers and supplies. (For a sug- 
gestive list of activities and forms of co-operation obtain the 
annual report of the League; address Mrs. Edith W. Pierce, 
Executive Secretary, 1522 Cherry Street, Philadelphia, Pa.) 

Pittsburgh, Pa. — Centers are maintained by the Pittsburgh 
Playground Association with funds, in a large part, appropriated 
by the Common Council. 

St. Louis, Mo. — Work is under the auspices of the Neighbor- 
hood House, employing a director whose services are loaned by 
the Playground Commission. 

South Bend, Ind. — Initiated by Social Welfare Committee 
of the Chamber of Commerce, which assisted in the formation of 
neighborhood civic associations meeting in the public schools. 
The Chamber of Commerce Committee helps the local associa- 
tions in getting up interesting programs for their meetings and the 
Board of Education loans its motion-picture machine. 

Syracuse, N. Y. — Workers and janitor service are furnished 
by the Solvay Guild. 

Youngstown, O. — The Playground Association is in entire 
charge of the work, furnishing supervisor, local directors, assist- 
ants and compensation for extra janitor service. Board gives 
only use of buildings heated and lighted. 

Adapting the School Building 

In the newly-erected Valentine addition is a room 68 feet 
long by 28 feet wide in which the state authorities grant per- 
mission to seat an audience of 315; this is made possible by a 
rolling partition and movable desks and chairs — a delightful 
place for an assembly. The floor can be entirely cleared. Pro- 
vision is made too for use of the stereopticon in lectures or enter- 
tainments. In the front basement is a room 25 by 30, finely 
lighted, with separate heating apparatus that can quickly be 
brought into use and with its own outside entrance. This room 
should be available for many meeting purposes; it can be dark- 
ened for use of the stereopticon in the day time, if desired. — 
From Report of the School Committee, 1 9 1 2 , Chicopee, Mass. 

The above quotation illustrates not only some of the ways, 
but the spirit, which makes it possible to convert the ordinary 
schoolhouse into a practicable place for holding a majority of the 
desirable social-center activities. 

The basement can be prepared for indoor games ordinarily 
by simply removing the dust from the floor and safeguarding the 
Fixing the lights with wire screens. Stretching a waxed 

basement canvas over the concrete makes it available for 

social dancing, while in its normal state it is suitable for folk 



28 

dancing. In some places a number of small, cheap gas stoves 
have been installed on ordinary wooden kitchen tables, and with 
the addition of some culinary utensils a very adequate equipment 
has been provided for cooking classes. 

It is preferable to have baths near the gymnasium, but in 
case that is not practicable, inexpensive showers can be installed 
in the basement by simply attaching faucets and 
nozzles at regular intervals to water pipes, taking 
care that there are underground pipes to take away the drainage. 
Wooden lattice work under the showers-will add to the comfort of 
the bathers, as will also wooden compartments. 

When the basement is dry it makes a convenient place for a 
library room, particularly so if fairly direct access can be had to it 
from the street. In a number of cities the basements are regularly 
used for voting purposes, and railings, booths, and balloting 
paraphernalia are stored away during the periods when not in use. 

Before attempting to use a classroom, lockers should be pro- 
vided for the storage of the day-pupils' books and supplies. 
_ , These lockers may be set up in the corridors or in 

The classroom , t _, , . t 

any other convenient place. By placing drawing 
boards upon the desk-tops it is possible, as has already been said, 
to use them for sloyd and pierced-brass work, basketry, stencil- 
ing, and similar handwork activities. By spreading periodicals 
and magazines about on the desks, the ordinary classroom serves 
very well as a reading-room. If scrupulous care is taken to re- 
move all litter from the classroom after its use for social-center 
purposes, the friction with the day-school teacher and principal 
will be very materially minimized. 

What will increase the usefulness of the classroom for social 
and recreational occasions more than any other device is its 
equipment with movable chairs and desks. A 
school furniture firm in Rochester has developed a 
movable combination chair and desk having rubber tips on the 
front legs and metal slides on the rear ones, with a drawer for 
books beneath the seat and an adjustable desk attachment; this 
chair has already been installed in some of the classrooms of 
over a hundred cities and towns. The movable desk not only 
increases the usefulness of the classroom for social-center work 
but allows a more elastic and vital administration of the day 
class-work. The new Washington Irving High School in New 
York City is furnished with movable chairs and flat-topped desks 
in practically all of its classrooms. 



29 

In buildings where no assembly room exists one may fre- 
quently be provided by taking out the partitions between two 
Getting an or more classrooms. Sometimes the permanent 
assembly hall w3 \\ [ s replaced by a movable partition. Schools 
already having auditoriums may be further adapted for amateur 
theatricals by enlarging the platform, putting dressing-rooms at 
either side, arranging the electric lighting so that it can be con- 
trolled from the stage, marking exits with red bulbs, and install- 
ing service wires with the proper fuse plugs for the use of stereop- 
ticons and motion-picture machines. A fireproof booth con- 
forming to the local fire regulations will facilitate the installa- 
tion of motion-picture apparatus. 

Attics, in buildings where the floor beams are sufficiently 
strong, may frequently be utilized as gymnasiums or assembly 
Utilizing the rooms by strengthening or improving the material 
attic of the floor. An auditorium should be as near the 

ground as possible, but one in the top of the building is better 
than none at all. In certain cities the same room, by having 
movable seats and movable gymnastic apparatus, is used both as 
an auditorium and as a gymnasium. In some halls regular places 
for packing the folding seats are provided under the platform. 

The corridors of a school building when sufficiently wide can 
often be used for dancing and games. Sometimes the adjoining 
rooms have moving partitions which can be slid 
back, thus making a considerable area for use on 
social occasions. For dancing parties the floors should of course 
be waxed, but they should not be thus treated when games only 
are to be played. Sometimes it is thought desirable to set up 
some kind of railing or fence for the purpose of shutting off the 
portions of the building which are not to be used for social-center 
purposes. In Rochester iron gates were originally installed, but 
after a time these were abandoned because the order of the young 
people was so excellent that they were not required. Whether 
or not there are gates, some measures should be taken, especially 
at the beginning of social center work, to prevent the raiding of 
classrooms by thoughtless young people. 

Supplies of chairs and small wooden tables increase the avail- 
ability of different parts of the schoolhouse, while social occasions 
Additional in general will be made much more practicable if 
furniture there are also a set of dishes and an adequate 

supply of table ware. A stereopticon and, if possible, a motion- 



30 

picture machine should be installed. In the quiet-games room 
there should be a traveling box of books from the public library, 
as well as periodicals suited to the tastes of the prospective pa- 
trons of the center. 

What a Superintendent of Schools Can Do to Develop 
Social Centers without an Appropriation 

The common problem, yours, mine, every one's, 
Is — not to fancy what were fair in life 
Provided it could be, — but, finding first 
What. may be, then find how to make it fair 
Up to our means: a very different thing! 

— Browning. 

A schoolhouse grows into a social center at the same rate as 
the neighborhood activities, occurring in it, increase in range and 
A guiding frequency. For the superintendent lacking means 

principle f or sc hool extension but desiring to promote it the 

most effective line of action is that of showing a hospitable — even 
inviting — attitude toward the life just outside. 

The first step in carrying out the "open door" policy is to 
secure from the school board the most liberal and workable set 
Liberal regu- of regulations possible regarding the use of build- 
lations m g S by other bodies. If the appropriations ad- 

mit it, heat, light, and janitor service may well be afforded with- 
out charge for all occasions coming within the range permitted 
by the regulations. While many boards still require the appli- 
cant to meet this expense, there is an increasing tendency to fur- 
nish these privileges gratuitously. Having decided that certain 
occasions of a recreational, social or civic character advance social 
welfare, even though they are not educational in the formal sense, 
these school authorities consider it legitimate to use public funds 
and public property for these purposes and to encourage such use 
by not subjecting the applicants to trying ordeals of red tape. 

The work of many organizations whose activities are supple- 
mentary to those of the schools would be greatly advanced if free 
meeting-places were afforded in public-school 
side bodies to buildings. Among bodies of this character may 
use the build- De mentioned social settlements (see Appendix C), 
the Boy Scouts, Camp Fire Girls, boys' and girls' 
clubs of all sorts, playground associations, women's clubs, ward 
improvement associations, neighborhood civic clubs, local art 
and historical societies, cooking clubs and the parent-teacher 
associations which have already been mentioned. 



31 

In P. S. 63, New York City, the Cloak-Makers' Union re- 
cently held a series of educational discussions. Their program 

_ . . included addresses by college professors, repre- 

Labor unions . , . , , 

sentatives of national government bureaus, econo- 
mists connected with the Manufacturers' Association, social 
workers and representatives of various other labor unions. Simi- 
lar opportunities are now desired by many labor organizations. 
Often the only halls available to them are attached to saloons or 
buildings even more devoid of an atmosphere of cleanliness and 
order. Deliberations tend to take On the character of the envi- 
ronment in which they are made. The problems which workmen 
have to face bear a fundamental relation to the welfare of the pub- 
lic, and it can well afford to facilitate the sound solution of them 
by furnishing dignified and convenient meeting-places. The ex- 
change of views which takes place under free and open discussions 
tends to modify extreme opinions and to favor balanced action. 

Public hearings upon current vital questions should be en- 
couraged wherever school buildings have auditoriums with suf- 
Discussionof fi c i ent accommodations. Ministers' associations 
community are often glad to organize meetings to discuss such 
pro ems questions as the problem of how and by whom sex 

education should be provided. The school board which facili- 
tates the discussion of such community matters is performing a 
real educational service. Sometimes it is possible to get the local 
associated charities or some other body to establish in the high 
school, a people's forum, a platform, that is, which is intentionally 
and systematically used for the consideration of vital, local ques- 
tions. The conduct of such a forum requires a leader of the 
greatest tact and intelligence, but when it is successfully estab- 
lished the solution of social problems is greatly furthered. In 
some cities committees of the chamber of commerce and board of 
trade have undertaken the organization of public meetings and 
discussions in school buildings. 

In a number of cities during the fall of 1912 school buildings 
were opened for political rallies under partisan auspices with- 
Political out serious criticism on the part of the public. 

meetings When it becomes apparent that each party has 

equal privileges respecting such meetings, public sentiment 
usually offers no objection to holding them on the school premises. 

The musical resources of a neighborhood are sometimes con- 
Stimulating siderably increased by affording a meeting-place 
artistic culture f or a struggling choral society, orchestra, or man- 



32 

dolin club. Loan art exhibits held in the schoolhouse enrich the 
aesthetic enjoyments of the community and they can frequently 
be arranged through a systematic canvass among the families 
who have interesting pictures, bric-a-brac and other objets 
d'art. Many times public library boards will establish branches 
in schoolhouses if there is sufficient encouragement on the part 
of the school authorities. 

The regular arrangement of addresses, concerts and other 
entertainments, making use of town talent as well as that of the 
-, . . teaching and student body, can sometimes be 

Organizing . , , 

public lectures placed upon a committee of the board of educa- 
and entertain- j-; on T n Cleveland a social-center development 

of this character has been carried on by such a 
committee for a number of years. Extensive courses of interest- 
ing entertainments and meetings have been held with no other 
expense than that of the heat, light, and janitor service, and the 
printing of programs. In every community there is a large 
amount of latent intellectual and artistic talent which can be 
called upon for gratuitous public service. 

Progressive school work in itself overflows in a number of 
ways which bring the families and friends of the pupils into the 
Expanding the building after school hours. Such events as bas- 
regular school ket-ball contests, folk-dancing classes, amateur 

theatricals organized by the English and history 
teachers, inter-scholastic debates, spelling contests, and athletic 
exhibitions of various kinds are worthy of thoughtful attention. 
By giving publicity to these affairs, making comfortable provision 
for spectators, and encouraging the teachers to organize them, 
such occasions can be increased without detriment to scholar- 
ship and in a way that will strengthen the hold of the school upon 
the community life. Careful and systematic thought regarding 
the stimulation and organization of mothers' clubs and parent- 
teacher associations on the part of principals and teachers will 
also tend to bring to the school system valuable support and co- 
operation on the part of the general public. A well-organized 
league of home and school associations makes an excellent foun- 
dation for future social-center work, as well as for reforms of a 
purely educational nature. 

The Y. M. C. A. and Y. W. C. A. have in some cases provided 
leaders for recreational activities not in their own buildings. 
Getting recrea- Especially where these organizations are carrying 
tion leaders on a non-equipment work is it possible to get this 



33 

kind of assistance. Sometimes social-settlement workers will 
give their services for social-center work in the schools. In cities 
where there is a federation of men's church clubs it might be per- 
suaded to support a recreational expert during a demonstration or 
experimental period. (See warning on inside of back cover.) 

The time of many superintendents is taken up with the per- 
formance of routine clerical work which could be just as well done 
Getting the ^y an assistant. If the lack of economy in allow- 
time and en- ing a high-salaried man to spend most of his time 
doing the work of an ordinary clerk is clearly 
demonstrated to the school board, it will often provide the neces- 
sary assistance. If in addition he can get a supervisor of evening 
schools, of the physical training work, or of the public lectures, 
then he will be able to find time for the work of increasing the 
social usefulness of the school plant. Sometimes in the appoint- 
ment of one of these assistants a man can be selected with regard 
to his qualifications, not only for his nominal task, but also for 
developing recreational features, and such an appointee would be 
able to help the superintendent greatly in carrying out his ideas. 

If no local organization has attempted to organize a move- 
ment in favor of social centers, the superintendent himself may 
well undertake this task, and in promoting it he may find helpful 
suggestions in some of the pages preceding this section. 

References 
Denison, Elsa: Helping School Children. Pages 338. Harper 

& Brothers, New York. Price, $1.40. 
Dewey, John: The School as a Social Center. Elementary 

School Teacher, 3 : 73. 
Grice, Mrs. Mary Van Meter: Home and School. Pages 154. 

Christopher Sower Company, Philadelphia. Price, 60 cents. 
King, Irving: Social Aspects of Education. Pages 425. The 

Macmillan Company, New York. Price, $1.60. 
Monroe, Paul: Influence of the Growing Perception of Human 

Inter-relationship on Education. American Journal of 

Sociology, March, 19 13, page 622. 
Perry, Clarence Arthur: Wider Use of the School Plant. 

Pages 423. Survey Associates, Inc., New York. Price, 

$1.25. 
Ward, Edward J.: The Social Center. Pages 359. D. Apple- 
ton & Company, New York. Price, $1.50. 

See also the reports and publications of the Philadelphia 
Home and School League (1522 Cherry Street), the Department 
of Public Recreation, Columbus, Ohio, and of the school authori- 
ties in Boston, Chicago, Cleveland, Detroit and New York. 



APPENDIX A 

A SUCCESSFUL CAMPAIGN FOR A MODEL SCHOOL 

BUILDING 

The Civic League, an association of public-spirited men and 
women, of Lexington, Kentucky, set out to secure the funds for a 
$45,000 public school which was greatly needed in a certain dis- 
trict of the city. The School Board voted $10,000 towards the 
project, but that brought it to the limit of its debt capacity. The 
League canvassed the local persons of means, sent out a skil- 
fully worded appeal to prominent former Kentuckians and gath- 
ered in another $10,000. To raise the remaining $25,000 it held 
a "whirlwind" campaign of nine days' duration in which some 
unusually effective publicity and organization plans were suc- 
cessfully carried out. 

The Main Features of the Campaign 

Two weeks before its opening, a ten-page pamphlet on the 
"Wider Use of the School Plant" was reprinted in two of the 
leading newspapers. The same papers also announced a prize 
essay competition open to all elementary and high school pupils. 
The subject set was the "Wider Use of the School Plant" and for 
information pupils were referred to the above article and others 
on the same topic which would appear in the daily press. 

At the same time a committee of the League began to send 
out at intervals of three or four days a series of six post cards. 
Each card contained a picture of the present or proposed school, 
a concise statement of advantages to be gained, and a conspicu- 
ous request to read a certain article, e. g., "The Proposed Model 
Public School," which would appear on such a date. 

During the week before starting the campaign there were 
daily stories in the newspapers, announcing the date for turning 
in the essays, the School Board's resolution endorsing the project, 
and full details of the program for next week. 

On the Sunday before, several clergymen preached about the 
campaign, while the newspapers printed the plans and a descrip- 
tion of the proposed school which filled two pages. 

Monday, the day before the canvassers were to start out, was 
a school holiday. A procession of 2500 pupils marched to the 
auditorium where the winning essay prizes were awarded, songs 
sung, gymnastic exhibitions given, and addresses made upon the 
purpose of the campaign. In the evening the League gave a 
public banquet, at which the president of Cincinnati University 

34 



35 

spoke upon "The School and the Community," and addresses 
were made by other prominent people. 

The first day of the campaign, one hundred well-known men, 
formed in companies of seven under the direction of a captain, 
began to canvass the city. Luncheon was served to these solici- 
tors by prominent women and a 25-foot thermometer to indicate 
the growth of the fund was erected in front of the Courthouse. 

Total subscriptions and lists of contributors were published 
on the third day. 

The fourth day, Mrs. Desha Breckinridge, the leading spirit 
in the campaign, addressed the monthly teachers' meeting. 

The fifth day, the Chi Omega sorority served the midday 
luncheon to the solicitors. 

A $1,000 and a $2,000 contribution were announced and the 
women held a rally in the Y. M. C. A. on the seventh day. 

On the eighth day, the sum of $10,000 was still to be raised. 
One hundred women pledged themselves to secure $20 each dur- 
ing the day. Schools and colleges were canvassed and substan- 
tial contributions obtained. 

Last day, balance of fund was secured, the workers them- 
selves guaranteeing the $3,500 unpledged. 

During the progress of the campaign over 100 feet of space 
was given to it by the Lexington Llerald, and generous treatment 
was also accorded by The Leader. 

The new Lincoln School was dedicated in November, 19 12. 



APPENDIX B 

ESSENTIAL PROVISIONS OF THE NEW YORK STATE 
SOCIAL CENTER LAW 

Enacted April 7, 191 3 

An Act to Amend the Education Law, Relative to the 
Powers of Voters of School Districts, and Extending 
the Use of School Buildings. 

310. Powers and duties of boards of education. The said 
board of education of every union free school district shall have 
power, and it shall be their duty: 

6. To purchase sites, or additions thereto, for recreation 
grounds, for agricultural purposes, and for schoolhouses for the 
district, when designated by a meeting of the district; and to 
construct such schoolhouses and additions thereto as may be so 
designated ; to purchase furniture and apparatus for such school- 
houses; and to keep the furniture and apparatus therein in 
repair; and, when authorized by such meeting, to purchase 
implements, supplies, and apparatus for agricultural, athletic, 
playground, and social center purposes. 

15. To contract with and employ such persons as by the pro- 
visions of this chapter are qualified teachers, to determine the 
number of teachers to be employed in the several departments of 
instruction in said school, and at the time of such employment, to 
make and deliver to each teacher a written contract as required 
by section five hundred and sixty-one of this chapter; and em- 
ploy such persons as may be necessary to supervise, organize, 
conduct and maintain athletic, playground and social center 
activities, or for any one or more of such purposes. The regular 
teachers of the school may be employed at an increased compen- 
sation or otherwise, and by separate agreement, written or oral, 
for one or more of such purposes. 

§4. Section four hundred and fifty-five of said chapter, as 
so amended by chapter one hundred and forty of the laws of 
nineteen hundred and ten, is hereby further amended to read as 
follows : 

§455. Use of schoolhouse and grounds out of school hours. 
Schoolhouses and the grounds connected therewith and all 
property belonging to the district shall be in the custody, and 
under the control and supervision of the trustees or board of edu- 
cation of the district. The trustees or board of education may 
adopt reasonable regulations for the use of such schoolhouses, 

36 



37 

grounds or other property, when not in use for school purposes. 
Such regulations shall not conflict with the provisions of this 
chapter and shall conform to the purposes and intent of this 
section and shall be subject to review on appeal to the commis- 
sioner of education as provided by law. The trustees or board of 
education of each district may, subject to regulations adopted as 
above provided, permit the use of the schoolhouse and rooms 
therein, and the grounds and other property of the district, when 
not in use for school purposes, for any of the following purposes: 

1. By persons assembling therein for the purpose of giving 
and receiving instruction in any branch of education, learning or 
the arts. 

2. For public library purposes, subject to the provisions of 
this chapter, or as stations of public libraries. 

3. For holding social, civic and recreational meetings and 
entertainments, and other uses pertaining to the welfare of the 
community; but such meetings, entertainment and uses shall 
be non-exclusive and shall be open to the general public. 

4. For meetings, entertainments and occasions where ad- 
mission fees are charged, when the proceeds thereof are to be ex- 
pended for an educational or charitable purpose; but such use 
shall not be permitted if such meetings, entertainments and oc- 
casions are under the exclusive control, and the said proceeds are 
to be applied for the benefit of, a society, association or organiza- 
tion of a religious sect or denomination, or of a fraternal, secret 
or other exclusive society or organization. 

5. For polling places for holding primaries and elections, and 
for the registration of voters, and for holding political meetings. 
But no such use shall be permitted unless authorized by a vote of 
a district meeting, held as provided by law. It shall be the duty 
of the trustees or board of education to call a special meeting for 
such purpose upon the petition of at least ten per centum of the 
qualified electors of the district. If such authority be granted by 
a district meeting it shall be the duty of such trustees or board of 
education to permit such use, under reasonable regulations to be 
adopted by such trustees or board, until another meeting held in 
like manner shall have revoked such authority. 



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39 



Social Center Pamphlets 

By Clarence Arthur Perry 

R 123. A Survey of School Social Centers. — Season of 1911-12. 

Contains statistics of the centers in existence last winter, a tentative 
definition of a social center, a list of cities having public library work in 
the schools, notes on recent civic happenings in school buildings and 
excerpts from several new state laws concerning social centers and the 
use of the schoolhouse as a public meeting place. 20 pp. 5 cents. 

R 120. Social Center Features in New Elementary School 
Architecture. 

An illustrated pamphlet showing the plans of the more advanced 
types of school buildings now being erected in the United States, with 
a description of those special features which will enable them to render 
extra-ordinary services to their communities. 48 pp. 25 cents. 

R 119. Sources of Speakers and Topics for Public Lectures in 

School Buildings. 

A directory of organizations which use the lecture platform to pro- 
mote social amelioration. Also a list of topics suitable for discussion 
in public meetings and suggestions of local sources of speakers. 36 pp. 
5 cents. 

R 104. The Unused Recreational Resources of the Average 

Community. 

Suggests many ways in which communities may have organized 
recreation at small cost. 14 pp. 5 cents. 

R 87. Recreation the Basis of Association between Parents and 

Teachers. 

The value of using the school building as a recreation center after 
school hours, and suggestions for bringing parents and teachers to- 
gether. 13 pp. 5 cents. 

R85. Evening Recreation Centers. 

A description of various recreation centers in this country and a 
brief survey of the movement in England. Bibliography. 32 pp. 
5 cents. 

R 83. The Community-Used School. 

Use of the schoolhouse to promote public health, civic efficiency, 
and social solidarity in the community. 9 pp. 5 cents. 

Published by the 

DEPARTMENT OF RECREATION OF THE 
RUSSELL SAGE FOUNDATION 

400 Metropolitan Tower, New York City 



40 



Above all else be sure to get the right person to supervise your 
social centers. They will be a community asset or a community 
calamity according as they are wisely or unwisely administered. 
In this work, limiting the expenditure for supervision instead of 
curtailing on equipment, is the worst kind of economy. Indeed, 
if a competent supervisor cannot be secured from the outset, it 
is preferable to delay the undertaking until such time as one can 
be had.— Lee F. Hanmer. 



LIBRARY OF CONGRESS 



I .HI!! ill Hill: III 
019 605 138 7 



